Àííîòàöèÿ: Ïðåäìåòîì èññëåäîâàíèÿ ÿâëÿþòñÿ êóëüòóðîâåä÷åñêèå (êóëüòóðíî-ñòðàíîâåä÷åñêèå) çíàíèÿ èíîñòðàííûõ ñòóäåíòîâ ôèëîëîãè÷åñêîãî ïðîôèëÿ î Ðîññèè.  ðàáîòå ñîäåðæàòñÿ ðåçóëüòàòû èññëåäîâàíèÿ, êîòîðîå ïðîâîäèëîñü â òå÷åíèå íåñêîëüêèõ ëåò (íà÷èíàÿ ñ 2014 ãîäà) ñðåäè ñòóäåíòîâ-ôèëîëîãîâ Ñèíüöçÿíñêîãî ãîñóäàðñòâåííîãî è Ñèíüöçÿíñêîãî ïåäàãîãè÷åñêîãî óíèâåðñèòåòîâ (ÊÍÐ, ã. Óðóì÷è), èçó÷àâøèõ ðóññêèé ÿçûê 2 ãîäà ïî ó÷åáíèêàì «Ðóññêèé ÿçûê äëÿ âóçîâ» ñåðèè «Âîñòîê» (ñîçäàííûõ â Êèòàå) è ïðèåçæàâøèõ íà ãîäè÷íóþ ñòàæèðîâêó (3-é ãîä èçó÷åíèÿ ðóññêîãî ÿçûêà êàê èíîñòðàííîãî) â Íîâîñèáèðñêèé ãîñóäàðñòâåííûé ïåäàãîãè÷åñêèé óíèâåðñèòåò (ÍÃÏÓ), ñ óðîâíåì âëàäåíèÿ ðóññêèì ÿçûêîì â îáúåìå 1 ñåðòèôèêàöèîííîãî óðîâíÿ (Â1). Öåëü ðàáîòû – ïðåäñòàâèòü ñèñòåìó äèàãíîñòè÷åñêèõ çàäàíèé, êîòîðûå ïîçâîëÿþò âûÿâèòü ñòàðòîâûå çíàíèÿ ñòóäåíòîâ-ôèëîëîãîâ î êóëüòóðå ñòðàíû èçó÷àåìîãî ÿçûêà è èçìåíåíèÿ â èõ ïðåäñòàâëåíèÿõ î ðåàëèÿõ êóëüòóðû Ðîññèè â êîíöå ãîäà îáó÷åíèÿ, îïðåäåëèòü áàçîâûå êóëüòóðíî-ñòðàíîâåä÷åñêèå ñâåäåíèÿ, óñâàèâàåìûå â õîäå îáó÷åíèÿ íîñèòåëÿìè ñèñòåìíî ðàçëè÷àþùèõñÿ êóëüòóðíûõ öåííîñòåé. Àíàëèç ïåäàãîãè÷åñêîé, ìåòîäè÷åñêîé è ó÷åáíîé ëèòåðàòóðû ïî ïðîáëåìàì îáó÷åíèÿ èíîñòðàííûì ÿçûêàì, â òîì ÷èñëå ðóññêîìó ÿçûêó êàê èíîñòðàííîìó, àíêåòèðîâàíèå èíîôîíîâ ñ öåëüþ îïðåäåëåíèÿ êóëüòóðíî-ñòðàíîâåä÷åñêèõ çíàíèé î Ðîññèè, ìåòîä îïèñàíèÿ, îáîáùåíèÿ è ñèñòåìàòèçàöèè ïîëó÷åííûõ äàííûõ, ìåòîä òåìàòè÷åñêîé êëàññèôèêàöèè êóëüòóðîâåä÷åñêîãî ìàòåðèàëà, ïðåäñòàâëåííîãî â ó÷åáíèêàõ è â âûïîëíåííûõ ñòóäåíòàìè çàäàíèÿõ. Íîâèçíà èññëåäîâàíèÿ îïðåäåëÿåòñÿ ââîäèìûì â íàó÷íî-ìåòîäè÷åñêèé îáîðîò ìàòåðèàëîì, ïîëó÷åííûì â ðåçóëüòàòå îïðîñà è àíêåòèðîâàíèÿ èíîñòðàííûõ ñòóäåíòîâ-ôèëîëîãîâ è ïîçâîëÿþùèì èçó÷àòü îáðàç Ðîññèè, ñëîæèâøèéñÿ ó ñòóäåíòîâ-èíîôîíîâ. Îñíîâíûå âûâîäû ïðîâåäåííîãî èññëåäîâàíèÿ ñâÿçàíû ñ ðàçðàáîòàííîé è àïðîáèðîâàííîé ñèñòåìîé äèàãíîñòè÷åñêèõ ìàòåðèàëîâ, íàïðàâëåííîé íà îïðåäåëåíèå óðîâíÿ êóëüòóðíî-ñòðàíîâåä÷åñêîé êîìïåòåíöèè (åå ïðåäìåòíîãî ñîäåðæàíèÿ) ó èíîôîíîâ. Ïîëó÷åííûå ìàòåðèàëû ïîçâîëÿþò âûÿâèòü ó èíîñòðàííûõ ñòóäåíòîâ-ôèëîëîãîâ áàçîâûå êóëüòóðíî-îðèåíòèðîâàííûå çíàíèÿ î Ðîññèè, êîòîðûìè îíè ðàñïîëàãàþò ïîñëå îáó÷åíèÿ âíå ÿçûêîâîé ñðåäû, à òàêæå îòñëåäèòü èçìåíåíèÿ, ïðîèçîøåäøèå â èõ ïðåäñòàâëåíèÿõ î ðóññêîé êóëüòóðå çà âðåìÿ îáó÷åíèÿ â Ðîññèè, è ñäåëàòü âûâîäû î äîìèíèðóþùèõ êóëüòóðíûõ öåííîñòÿõ Ðîññèè â ÿçûêîâîì ñîçíàíèè èíîñòðàííûõ îáó÷àþùèõñÿ.

Êëþ÷åâûå ñëîâà: ÐÊÈ, ìåòîäèêà ïðåïîäàâàíèÿ ÐÊÈ, êîìïåòåíöèè, ñîöèîêóëüòóðíàÿ êîìïåòåíöèÿ, ñòðàíîâåä÷åñêàÿ êîìïåòåíöèÿ, êóëüòóðîâåä÷åñêàÿ êîìïåòåíöèÿ, êóëüòóðîâåä÷åñêèå çíàíèÿ, ïîäãîòîâêà èíîñòðàííûõ ñòóäåíòîâ-ôèëîëîãîâ, ýòíîìåòîäèêà, êèòàéñêèå ñòóäåíòû

Abstract: Abstract: The subject of this study is the cultural knowledge of international philology students about Russia. The paper contains the results of a survey that was conducted for several years (starting in 2014) among students of the Xinjiang State and Xinjiang Pedagogical Universities (PRC, Urumqi), who studied Russian for two years using the textbooks "Russian Language for Universities" (created in China) and came to Russian as a foreign language for a one-year internship (during their third year of studying Russian as a foreign language) at Novosibirsk State Pedagogical University (NGPU), with a B1 level in Russian. The purpose of the work is to present a system of diagnostic tasks that allow students to identify the initial knowledge of philologists about the culture of the country of the language being studied. The purpose of the work is to present a system of diagnostic tasks that allow one to identify the initial knowledge of philology students about the culture of the country of the language being studied and changes in their ideas about the realities of Russian culture at the end of their year of study, to determine the basic cultural and country-specific information acquired during training by carriers of systemically different cultural values. Analysis of pedagogical, methodological, and educational literature on the problems of teaching foreign languages, including Russian as a foreign language, questioning of foreign speakers to determine cultural and regional knowledge about Russia, a method of describing, generalizing, and systematizing the data obtained, a method of thematic classification of cultural studies material presented in textbooks and assignments performed by students. The novelty of the research is determined by the material introduced into scientific and methodological circulation, obtained as a result of a survey and questionnaire of international students of philology, and by allowing the study of the image of Russia that has developed among international students. The study's main conclusions are related to the developed and tested system of diagnostic materials aimed at determining the level of cultural and regional competence of international students. The materials obtained allow international philology students to identify the basic culturally-oriented knowledge about Russia that they have after studying outside the language environment, as well as to track the changes that have occurred in their ideas about Russian culture during their studies in Russia and draw conclusions about the dominant cultural values of Russia in the language consciousness of international students.

Keywords: socio-cultural competence, country-specific competence, ethnomethodics, cultural knowledge, training of foreign philology students, cultural competence, competencies, methods of teaching RCT, RCT, chinese students

Àííîòàöèÿ:  ïðåäëàãàåìîé ñòàòüå èññëåäóåòñÿ âîïðîñ ñòàòóñà ëèíãâèñòè÷åñêîãî îáðàçîâàíèÿ â ñîâðåìåííûõ ðîññèéñêèõ ñîöèàëüíî-ýêîíîìè÷åñêèõ ðåàëèÿõ.  ïðîøëîì âåêå â óñëîâèÿõ çàêðûòîé ñòðàíû èíîñòðàííûé ÿçûê áûë, òåì íå ìåíåå, îäíèì èç íàèáîëåå ïðåñòèæíûõ ïðîôåññèîíàëüíûõ íàïðàâëåíèé.  íàøè äíè, êîãäà òàê ìíîãî ãîâîðèòñÿ î åäèíîì àêàäåìè÷åñêîì ïðîñòðàíñòâå, îá àêàäåìè÷åñêîé ìîáèëüíîñòè è î êóëüòóðíîì îáìåíå, ëèíãâèñòè÷åñêîå îáðàçîâàíèå íå ÿâëÿåòñÿ ñòîëü ñòàòóñíûì è ïî âîñòðåáîâàííîñòè óñòóïàåò ýêîíîìèêî-óïðàâëåí÷åñêîìó è þðèäè÷åñêîìó.  êà÷åñòâå îáúåêòà èññëåäîâàíèÿ âûáðàíî èíîÿçû÷íîå çíàíèå êàê êîíå÷íûé «ïðîäóêò» ëèíãâèñòè÷åñêîãî îáðàçîâàíèÿ. Âûáîð îáóñëîâëåí òåì, ÷òî îíî îñòà¸òñÿ ïîñòîÿííûì, íåñìîòðÿ íà èçìåíÿþùèåñÿ ðûíîê òðóäà, îáðàçîâàòåëüíûå ñòàíäàðòû è ïð.. Ïðåäìåò èññëåäîâàíèÿ – èìèäæ ëèíãâèñòà êàê ïðîôåññèîíàëà â óñëîâèÿõ âîçðàñòàþùåé öåííîñòè ôèíàíñîâîãî êîìïîíåíòà ïðîôåññèé è ïàðàëëåëüíîãî óìåíüøåíèÿ êîëè÷åñòâà ðàáî÷èõ ìåñò, ãäå ÷åëîâåê â ýòèõ ïðîôåññèÿõ ìîæåò ñåáÿ ðåàëèçîâàòü. Ñ ìåòîäîëîãè÷åñêîé òî÷êè çðåíèÿ êàòåãîðèÿ «èìèäæ» ïðåäñòàâëÿåòñÿ óäîáíîé äëÿ àíàëèçà îáîçíà÷åííîé ïðîáëåìû, ïîñêîëüêó îíà âáèðàåò â ñåáÿ îäíîâðåìåííî êîãíèòèâíûå è ñîöèàëüíî-ýêîíîìè÷åñêèå õàðàêòåðèñòèêè ïðîôåññèè, êîòîðûå ÷àñòî äèôôåðåíöèðóþòñÿ, à èíîãäà è âîâñå ïðîòèâîïîñòàâëÿþòñÿ. Ïî ìíåíèþ àâòîðà, îáúåäèíåíèå ýòèõ êîìïîíåíòîâ ïîçâîëÿåò ïî-íîâîìó âçãëÿíóòü íà ñóùåñòâóþùèå ïðîáëåìû ëèíãâèñòè÷åñêîãî îáðàçîâàíèÿ, â ÷àñòíîñòè, ñ åãî ïåðåõîäîì íà äâóõóðîâíåâóþ ñèñòåìó. Àâòîð ïðèõîäèò ê âûâîäó, ÷òî èìèäæ è ïîïóëÿðíîñòü îáðàçîâàíèÿ – íå îäíî è òî æå, õîòÿ â óñëîâèÿõ åãî ìàññîâîñòè è îáðàçîâàòåëüíîãî ìàðêåòèíãà ýòè ïîíÿòèÿ ìàêñèìàëüíî ñëèâàþòñÿ. Ñ äðóãîé ñòîðîíû, íåëüçÿ íå ïðèçíàòü, ÷òî òðóäíîñòè ïðîôåññèîíàëüíîé òðàåêòîðèè ëèíãâèñòîâ ñåãîäíÿ îáúåêòèâíû è îò÷àñòè ñâÿçàíû ñî ñïåöèôèêîé èíîÿçû÷íîãî çíàíèÿ. Ïðåäñòàâëÿåòñÿ, ÷òî èõ ìîæíî ðåøèòü çà ñ÷¸ò ðàçâèòèÿ ñàìîãî ëèíãâèñòè÷åñêîãî îáðàçîâàíèÿ, â ÷àñòíîñòè, â ïëàíå áîëåå ýôôåêòèâíîãî èñïîëüçîâàíèÿ ïîòåíöèàëà ìàãèñòðàòóðû êàê åãî ñàìîñòîÿòåëüíîãî óðîâíÿ. Ïðåäïîëàãàåòñÿ, ÷òî èññëåäîâàíèå ïðîôîáðàçîâàíèÿ íà îñíîâå ñïåöèôèêè êîíêðåòíîãî ïðîôåññèîíàëüíîãî çíàíèÿ ïîçâîëÿåò âçãëÿíóòü íà åãî òðàäèöèîííûå ïðîáëåìû ïîä íîâûì óãëîì. Ýòî ìîæåò äàòü ïèùó äëÿ ðàçìûøëåíèÿ äëÿ áîëåå ãëóáîêèõ èññëåäîâàíèé, â ÷àñòíîñòè, ñ öåëüþ âûðàáîòêè ïóòåé èõ ðåøåíèÿ.

Êëþ÷åâûå ñëîâà: èìèäæ îáðàçîâàíèÿ, èíîÿçû÷íîå çíàíèå, ëèíãâèñòè÷åñêîå îáðàçîâàíèå, ïðîôåññèîíàëüíîå îáðàçîâàíèå, îáðàçîâàòåëüíàÿ òðàåêòîðèÿ, ïðîôåññèîíàëüíàÿ òðàåêòîðèÿ, ïðîôåññèîíàëüíîå ñàìîîïðåäåëåíèå, ëèíãâèñòè÷åñêàÿ ïîäãîòîâêà, èíîÿçû÷íàÿ êîïìåòåíöèÿ, ïðåñòèæ îáðàçîâàíèÿ

Abstract: In his article Flerov analyzes the status of linguistic education in the current socio-economic environment of Russia. In the last century foreign languages were one of the most promising professional majors even despite the fact that Russia was a closed-off country. Nowadays linguistic education does not have such a high status and economics, management and law are in greater demand than foreign languages even though much is being said about the academic space, academic mobility and cross-cultural exchange. The object of the present research is the ability to speak a foreign language as a 'final product' of the process of linguistic education. The choice of the topic is conditioned by the fact that one's ability to speak a foreign language is a constant phenomenon despite changes with the labour market, educational standards, etc. The subject of the research is the image of a language expert as a professional under the conditions of a growing value of profession's financial component and simultaneous reduction in the number of workspaces where an expert in such a major may show himself or herself. From the methodological point of view, 'image' is a convenient category for analyzing the foresaid problem because it contains both cognitive and socio-economic features of a profession that are often differentiated or even opposed to one another.  According to the author of the present researh, synthesis of these two components allows to take a new look at gaps and problems in linguistic education, in particular, those related to the transfer of the education system to the two-level organizational structure. The author of the article concludes that image and popularity of education are two different phenomena even though these two terms often merge as a result of education marketing. On the other hand, there is no denying that difficulties of today's professional linguistic development are quite objective and partly caused by specific features of speaking a foreign language. The author assumes that it is possible to overcome these difficulties through developing the system of linguistic education, particularly, more efficient use of Master's degree programs as an independent level of linguistic education. The author also assumes that by analyzing vocational training based on special features of a particular professional major, it is possible to take a fresh look at traditional educational problems and issues. This gives fruit for the thought and material for further researches, especially, in order to develop particular solutions of the aforesaid problems and issues.   

Keywords: linguistic training, vocational choice, professional route, educational route, professional education, linguistic education, linguistic knowledge, educational image, linguistic competence, prestige of education

Àííîòàöèÿ:  ñòàòüå ðàñêðûòû òåîðåòè÷åñêèå îñíîâàíèÿ, ïåðå÷èñëåíû êîíöåïòóàëüíî-òåîðåòè÷åñêèå ïðèíöèïû àâòîðñêîãî ðåôëåêñèâíî-ïîçèöèîííîãî ïîäõîäà ê ñöåíèðîâàíèþ ñèòóàöèé ëè÷íîñòíîãî ðàçâèòèÿ. Àíàëèçèðóþòñÿ íåêîòîðûå îáúåêòèâíûå ôàêòîðû, îïðåäåëÿþùèå òðàíñôîðìàöèþ ïóòåé âçðîñëåíèÿ è ëè÷íîñòíîãî ñòàíîâëåíèÿ â ìåäèàêóëüòóðå. Îïèðàÿñü íà íàñëåäèå Ë.Ñ. Âûãîòñêîãî, À.Ô. Ëîñåâà, Ñ.Ñ. Àâåðèíöåâà, Ì.Ì. Áàõòèíà àâòîð ðàññìàòðèâàåò âîçìîæíîñòè ëè÷íîñòíîãî ðàçâèòèÿ â êîíòåêñòå îñâîåíèÿ çíàêîâî-îáðàçíîé, ñèìâîëè÷åñêîé îñíîâû ÿçûêà â òâîð÷åñêîì ïðîñòðàíñòâå ãðóïïîâîãî îáñóæäåíèÿ êóëüòóðíûõ îáðàçöîâ.  öåíòðå ðàññìîòðåíèÿ âîïðîñû ðàçâèòèÿ òâîð÷åñêîãî ñàìîñîçíàíèÿ, ñóáúåêòíîé ïîçèöèîííîñòè è ðåôëåêñèâíî-ãåðìåíåâòè÷åñêîé êîìïåòåíòíîñòè ó÷àùèõñÿ. Ñîäåðæàòåëüíàÿ ðàìêà îïèñàíèÿ ñðåäñòâ è âîçìîæíîñòåé ðàçâèòèÿ ôîðìèðóåòñÿ ñ ó÷åòîì àíàëèçà ôàêòîðîâ, îïðåäåëÿþùèõ òðàíñôîðìàöèþ ïóòè âçðîñëåíèÿ è ëè÷íîñòíîãî ñòàíîâëåíèÿ â ìåäèàêóëüòóðå Ïîêàçàíà ðîëü ñïîñîáíîñòè ïîíèìàíèÿ ìåòàôîðè÷åñêîãî ÿçûêà ìåäèàòåêñòîâ êàê íåîáõîäèìîãî áàçèñà äëÿ ñòàíîâëåíèÿ ñóáúåêòíîé ïîçèöèîííîñòè. Ïðèíöèïû è âîçìîæíûå ýôôåêòû ïðèìåíåíèÿ ìåäèàãåðìåíåâòèêè êàê áàçîâîé òåõíîëîãèè ðåôëåêñèâíî-ïîçèöèîííîãî ïîäõîäà èëëþñòðèðóþòñÿ íà ïðèìåðå îáñóæäåíèÿ îñêàðîíîñíîãî ìóëüòôèëüìà À. Ïåòðîâà «Ñòàðèê è ìîðå». Îñóùåñòâëåííûé íà îñíîâå ðåôëåêñèâíûõ äåéñòâèé è ïðîñïåêòèâíûõ òâîð÷åñêèõ ôîðì ðåôëåêñèè ïðîåêòíûé ñöåíàðèé îáñóæäåíèÿ, ïîçâîëÿåò îáåñïå÷èòü óñëîâèÿ äëÿ òâîð÷åñêîãî îñìûñëåíèÿ îñíîâíûõ èäåé èññëåäóåìîãî ïðîèçâåäåíèÿ â êîíòåêñòå ñîáñòâåííîé æèçíè è çàäà÷ ðàçâèòèÿ â ñîîòíåñåíèè ñ îáúåêòèâíûì êóëüòóðíûì çíà÷åíèåì àâòîðñêîé èäåè.

Êëþ÷åâûå ñëîâà: ïîíèìàíèå, ðåôëåêñèÿ, ñèìâîë, çíàê, ìåäèàãåðìåíåâòèêà, îáðàç, ðåôëåêñèâíî-ïîçèöèîííûé ïîäõîä, ìåäèàñðåäà, êóëüòóðíî-äåÿòåëüíîñòíûé ïîäõîä, ïîçèöèîííîñòü

Abstract: In her research Kovaleva describes theoretical grounds and conceptual principles of her refl ective positional approach to scenario planning of personality development situations. She also analyzes a number of objective factors that determine transformation of maturity paths and personality development in the media culture. Based on the heritage of Lev Vygotsky, Aleksey Losev, Sergey Averintsev, and Mikhail Bakhtin, the researcher analyzes opportunities of personal growth in terms of comprehension of sign-image and symbolic grounds of the language in the creative space of group discussion of cultural patterns. Th e research focuses on the issues of creative self-consciousness development, subjective positionality and refl ective-hermeneutical competence of students. Th e framework for describing means and opportunities of development is formed taking into account analysis of factors that determine transformation of maturity paths and personality development in the media culture. Kovaleva describes the role of the ability to understand the metaphoric language of media texts as the necessary basis for developing subjective positionality. She illustrates principles and potential eff ects of media hermeneutics as the basic technology of the refl ective positional approach by discussing the Oscar-winning cartoon ‘Th e Old Man and the Sea’ directed by A. Petrov. Th e project discussion scenario composed based on refl exive actions and prospective creative forms of refl ection allows to provide conditions for creative understanding of the main ideas of the aforesaid cartoon in terms of one’s life and development tasks with reference to the objective cultural meaning of the author’s idea.

Keywords: cultural activity approach, media environment, refl exive positional approach, image, symbol, sign, media hermeneutics, refl ection, understanding, positionality.

Àííîòàöèÿ: Ïðåäìåòîì èññëåäîâàíèÿ ÿâëÿåòñÿ íàó÷íî-ïåäàãîãè÷åñêîå íàñëåäèå Ì. Ì. Ïèñòðàêà â îáëàñòè âûñøåãî ïåäàãîãè÷åñêîãî îáðàçîâàíèÿ. Äîëãîå âðåìÿ èìÿ ðåïðåññèðîâàííîãî ïåäàãîãà-ó÷åíîãî Ìîèñåÿ Ìèõàéëîâè÷à Ïèñòðàêà, âíåñøåãî áîëüøîé âêëàä â ðàçâèòèå ïåäàãîãè÷åñêîãî îáðàçîâàíèÿ â ñîâåòñêîé Ðîññèè, áûëî ìàëîèçâåñòíî äëÿ øèðîêîé ïåäàãîãè÷åñêîé îáùåñòâåííîñòè. Öåëüþ äàííîé ðàáîòû ÿâëÿåòñÿ ðàñøèðåíèå è óòî÷íåíèå íàøèõ ïðåäñòàâëåíèé î ïðîöåññàõ ñòàíîâëåíèè ïåäàãîãè÷åñêîãî îáðàçîâàíèÿ â 30-40 ãîäû ïðîøëîãî ñòîëåòèÿ â ñîâåòñêîé Ðîññèè è íà Äîíó.  ñòàòüå âîññîçäàíà íàó÷íàÿ áèîãðàôèÿ Ì.Ì.Ïèñòðàêà è, ñêâîçü ïðèçìó ñîâðåìåííûõ ïðîáëåì ïåäàãîãè÷åñêîãî îáðàçîâàíèÿ, ïðîàíàëèçèðîâàíû åãî íàó÷íûå äîñòèæåíèÿ. Âñå ýòî îêàçàëîñü âîçìîæíûì áëàãîäàðÿ èññëåäîâàòåëüñêîìó ïîèñêó àâòîðà, êîòîðûé îïèðàëñÿ íà ðåòðîñïåêòèâíûé è àâòîáèîãðàôè÷åñêèé ìåòîäû èññëåäîâàíèÿ.  ñòàòüå îáîáùåíû è ïðåäñòàâëåíû ìàòåðèàëû ãîñóäàðñòâåííûõ àðõèâîâ: Íàó÷íîãî àðõèâà ÐÀÎ, Àðõèâà Ôåäåðàëüíîé ñëóæáû áåçîïàñíîñòè Ðîñòîâñêîé îáëàñòè, Öåíòðà õðàíåíèÿ è èçó÷åíèÿ íîâåéøåé èñòîðèè Ðîñòîâñêîé îáëàñòè. Áîëüøàÿ ÷àñòü èç íèõ ââîäèòñÿ â íàó÷íûé îáîðîò è ïóáëèêóåòñÿ âïåðâûå.  ïåäàãîãè÷åñêîì îáðàçîâàíèè 30-õ ãîäîâ ïðîøëîãî âåêà çàëîæåíû èäåè ôóíäàìåíòàëüíîé ïîäãîòîâêè ó÷èòåëüñòâà íà îñíîâå ñîåäèíåíèÿ òåîðåòè÷åñêèõ çíàíèé è ïðàêòè÷åñêîãî îáðàçîâàòåëüíîãî îïûòà; ïðåäñòàâëåíû îñíîâû ýêñïåðèìåíòàëüíîé èííîâàöèîííîé äåÿòåëüíîñòè ïî ñîçäàíèþ òðóäîâîé øêîëû è íîâàòîðñêèå ñïîñîáû óïðàâëåíèÿ íåþ; ðàçðàáîòàíû ïðîãðàììû îáùåêóëüòóðíîé ïîäãîòîâêè ó÷èòåëÿ, êîòîðûå ëåãëè â îñíîâó êîíöåïöèè ïåäàãîãè÷åñêîé êóëüòóðû è òåîðèè ëè÷íîñòíî-îðèåíòèðîâàííîãî îáðàçîâàíèÿ.

Êëþ÷åâûå ñëîâà: ïåäàãîãè÷åñêîå îáðàçîâàíèå, áèîãðàôè÷åñêèé ìåòîä, íàó÷íî-ïåäàãîãè÷åñêîå íàñëåäèå, Ì.Ì.Ïèñòðàê., èñòîðè÷åñêîå ñìûñëîâîå ñîäåðæàíèå, ñîâåòñêàÿ òðóäîâàÿ øêîëà, Ñåâåðî-Êàâêàçñêèé íàó÷íî-èññëåäîâàòåëüñêèé èíñòèòó, îáùåêóëüòóðíàÿ ïîäãîòîâêà, îïûòíî-ýêñïåðèìåíòàëüíàÿ, ôóíäàìåíòàëüíàÿ ïîäãîòîâêà

Abstract: The subject of the research is the scientific and pegagogical heritage of Moisey Pistrak in the sphere of teacher education. For a long time the name of a repressed teacher and scientist Moisey Pistrak who had made a great contribution to the teacher education in Soviet Russia was very little known by the broad pedagogical community. The purpose of the present research is tho extend and clarify our concept of the processes happening in the sphere of teacher education of the 30s - 40s of the 20th century in Russia and near the Don River. In her research Melnikova describes the scientific biography of Moisey Pistrak and analyzes his scientific achievements from the point of view of contemporary issues of teacher education. The author's research based on the restrospective and biographical methods on made it all possible. In her research Melnikova has summarized and presented data obtained from state archives such as the Scientific Archive of the Russian Academy of Education, Archive of the Federal Security Service for the Rostov Region and Center for the Preservation and Study of Documents of Most Recent History. Most of these documents are studied and published for the first time in the academic literature. According to the author, the system of teacher education of the 1930s established the grounds for fundamental preparation of teachers based on the combination of theoretical knowledge and practical experience, provided the basis for experimental innovation activity aimed at creation of the labor school and developed programs for overall preparation of teachers, those programs forming the basis of the concept of pedagogical culture as well as the theory of personality-oriented education. 

Keywords: biographical method, scientific and pedagogical heritage, Moisey Pistrak, historical semantic content, Soviet labor school, teacher education, North Caucasus Research Pedagogical Institute, general cultural training, experimental work, fundamental training

Àííîòàöèÿ: Ïðåäìåòîì èññëåäîâàíèÿ ÿâëÿåòñÿ âçàèìîñâÿçü ñîöèàëüíîãî çíàíèÿ è êóëüòóðû íàó÷íîãî òðóäà.  ïðîåêöèè ñîâðåìåííîé ñîöèîãóìàíèòàðíîé íàóêè ïðîáëåìà èññëåäîâàòåëüñêîé êóëüòóðû äîñòàòî÷íî àêòóàëüíà è ñâÿçàíà êàê ñ âíóòðèíàó÷íûìè òåíäåíöèÿìè, òàê è ñ îêîëîíàó÷íûìè. Ê ÷èñëó ïåðâûõ îòíîñèòñÿ êîëè÷åñòâåííûé ïðèðîñò èññëåäîâàíèé ïðàêòè÷åñêè âî âñåõ îáëàñòÿõ íàó÷íîãî ïîçíàíèÿ, à ñëåäîâàòåëüíî, òî ïðèâîäèò ê ñíèæåíèþ êóëüòóðû íàó÷íîé äåÿòåëüíîñòè. Ê îêîëîíàó÷íîé ïðîáëåìàòèêå îòíîñèòñÿ ôàêòîð çàêàçà íà èññëåäîâàíèÿ ñî ñòîðîíû ãîñóäàðñòâà èëè äðóãèõ ñóáúåêòîâ. Îñíîâíûì ìåòîäîì èññëåäîâàíèÿ ÿâëÿåòñÿ ïðîáëåìíûé àíàëèç âçàèìîñâÿçè ñîöèàëüíîãî çíàíèÿ è êóëüòóðû íàó÷íîãî òðóäà, òàêæå â ñòàòüå èñïîëüçóåòñÿ ìåòîä ñðàâíåíèÿ. Îñíîâíûìè âûâîäàìè èññëåäîâàíèÿ ÿâëÿþòñÿ ñëåäóþùèå ïîëîæåíèÿ: 1) ñîöèàëüíîå çíàíèå èñïûòûâàåò ÿâíóþ íåîáõîäèìîñòü â ñîâåðøåíñòâîâàíèè èññëåäîâàòåëüñêîé êóëüòóðû, ñâÿçàíî ýòî ñî çíà÷èòåëüíûì ðîñòîì íàó÷íûõ èñêàíèé â äàííîé ñôåðå; 2) ñîöèîëîãèÿ îòíîñèòñÿ ê ÷èñëó îáëàñòåé ñ "ïðåçåíòàöèåé" ðåçóëüòàòîâ èññëåäîâàíèé, îñíîâàííûõ íà ïðèêëàäíûõ ìåòîäèêàõ, çíà÷èò, ñîöèîëîãèÿ ïðåæäå âñåãî äîëæíà ñòàâèòü çàäà÷ó î ñëåäîâàíèè íîðìàì íàó÷íîãî òðóäà.

Êëþ÷åâûå ñëîâà: Êóëüòóðà, Îáùåñòâî, ñîöèîëîãèÿ, Öåííîñòè, íîðìû, ïîçíàíèå, ñîöèàëüíîå çíàíèå, ìåòîäîëîãèÿ, ýïèñòåìîëîãèÿ, ïðîáëåìû ñîöèîëîãèè

Abstract: The subject of the research is the relationship between social knowledge and culture of scientific work. In terms of modern socio-humanitarian science, research traditions are a very topical issue reltaed to both intrascientific and would-be scientific tendencies. The former includes a quantitative growth of researches practically in all branches of knowledge which leads to the decrease in the quality and culture of scientific work. The would-be scientific tendencies include the fact that researches are often ordered by the government or other subjects. The main research method used by the author of the article is the problem analysis of the relationship between social knowledge and culture of scientific work, the author also uses the method of comparison. The main conclusions of the research are the following: 1) social knowledge obviously needs to improve the culture of research as a result of a growing number of researches in this sphere; 2) sociology is one of the spheres that 'present' research results based on applied methods, thus sociology should consider the need to follow the standards and norms of scientific work first and utmost. 

Keywords: social knowledge, cognition, norms, standards, values, sociology, society, culture, methodology, epistemology, problems of sociology

Àííîòàöèÿ: Âîïðîñ î êà÷åñòâå îáðàçîâàíèÿ áûë îñîáåííî îñòðî ïîñòàâëåí â ýïîõó Ïðîñâåùåíèÿ. Çíà÷èìîñòü ðàñïðîñòðàíåíèÿ êîìïüþòåðîâ ìîæíî òîëüêî ñðàâíèòü ñ èçîáðåòåíèåì ïå÷àòíîãî ñòàíêà â XV â., èëè äàæå ñîçäàíèåì ïèñüìåííîñòè. Ðàçâèòèå ìåíòàëüíûõ íàâûêîâ — âàæíàÿ çàäà÷à îáó÷åíèÿ.  õîäå îáó÷åíèÿ íå òîëüêî ïðåäëàãàåòñÿ çíàíèå. Âàæíî òàêæå íà ìàòåðèàëå, ïðåäëàãàåìîì îáó÷àåìîì, ðàçâèòü ìåíòàëüíûå íàâûêè, íàó÷èòü åãî äóìàòü, àíàëèçèðîâàòü, îáîáùàòü. Çíàíèå è ïîíèìàíèå íå îäíî è òî æå. Ìîæíî çíàòü, íî íå ïîíèìàòü âñåé ãëóáèíû ìûñëè, åå îòòåíêîâ, åå ñëîæíîñòè. Íà îñíîâå ïîíèìàíèÿ ðîæäàåòñÿ ïðàêòè÷åñêèé íàâûê.

Êëþ÷åâûå ñëîâà: ïåäàãîãèêà, îáðàçîâàíèå, êà÷åñòâî, Ïðîñâåùåíèå, çíàíèå, ïîíèìàíèå, èíòåëëåêò, òâîð÷åñòâî, ëè÷íîñòü, ðàçóì.

Abstract: The issue of quality of education was brought to attention during the Age of Enlightenment. The significance of modern-era spread of information technologies can only be compared with the invention of the printing press in XVth century, or even the emergence of the written word. Developing mental skills is an important goal of education, and knowledge is not the only thing education has to offer. Learning to think, analyze and compile, based on the knowledge received is also important. Knowledge and understanding are different things. One may know, but may not understand an idea in all its depth, or recognize all of its shades. Practical skill is only born from understanding.

Keywords: pedagogy, education, quality, Enlightenment, knowledge, understanding, intellect, creativity, personality, the mind.